Infusing courageous love for universal dignity and environmental response-ability through management education and learning: Inspired By Freire’s dream

Abstract

Freire’s pedagogy is commonly applied to the education of those relegated to known dangerous socio-economic exploitation locally and globally. In contrast, we apply his concerns to ourselves as among the seemingly privileged humans on this Earth. Through this essay, we challenge uncritical assumptions embedded in the forms of The Global Market normalized (and only occasionally challenged) in much business school education. We personalize ‘The Global Market’ as a particular representation of ‘Moloch’, an ancient deity demanding human sacrifice. We depict ‘Democracy’ as Moloch’s Handmaiden. Informed by Freire’s emancipatory values, we offer a contribution to management education that is responsive to, responsible for and response- able in the realization of global justice exemplified in (but not unique to) the aspirations of the United Nations. We offer an interpretation of the radical ethics of Emanuel Levinas whose attention lies with those countless people he claims each of us to have responsibilities for. Applied to the field of management education, we reflect on whether the United Nations-led Principles for Responsible Management Education offer opportunities to progress Freire’s Pedagogy of Hope to enhance forms of management learning infused with courageous love for universal emancipation from Moloch’s harms, an emancipation we express as universal justice.

Generative artificial intelligence and academia: Implication for research, teaching and service

“…These deep questions are begging for serious engagement. Especially in our educational practice, it is also essential that we consider how critical pedagogies, such as the ideas proposed by Paulo Freire (see Management Learning's forthcoming special issue celebrating his oeuvre) (Jamil et al, 2023;Shoukry and Fatien, 2023;Zulfiqar and Prasad, 2021), can be deployed to sustain a meaningful relationship with students and keep them at the centre of the education process. Universities must remain places that, above all, develop human potential and critical thinking, fostering dialogue among individuals, who -in identifying new questions and finding answers -are supported but not replaced by generative AI.…”

Politicizing and humanizing management learning and education with Paulo Freire

“…The agential capabilities needed for a critical pedagogy of management education are mostly left to each individual scholar, often on a long lonely journey in working out and experimenting how to engage in a teaching practice for freedom. This requires rejecting the traditional banking model that, as Jamil et al (2023) indicate in this special issue, serves Moloch-the oppressive and exploitative, racialized, and gendered capitalism that is delivering the world to the climate tragedy together with the dissolution of the democratic dream and its prospects for drastic but necessary social change.…”

“…In "Infusing courageous love for universal dignity and environmental response-ability through management education and learning: inspired by Freire's dream, " Jamil et al (2023) contend that conventional frameworks of management education require fundamental reevaluation. The authors critique the mainstream narrative that overemphasizes market mechanisms and corporate interests, arguing that such a stance perpetuates societal inequities and environmental degradation.…”

Business Schools’ Students Willingness to Embrace the Principles of Global Ethics in Management Education and Learning

“…This parallels Giroux's (2007) critique of 'universities in chains,' in which universities are seen as factories that confine graduates to a limited understanding of themselves and society. Jamil et al (2024) posit that there is a fundamental contradiction in the way management education and learning typically prioritize justice through market mechanisms, which ultimately support the prevailing neoliberal ideology. Graduates of management programs are often expected to adhere to this approach, regardless of its consequences.…”